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The Influence of Technology on Mental Well-Being of STEM Teachers at University Level: COVID-19 as a Stressor

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  • Johanna Andrea Navarro-Espinosa

    (Unidad de Seguimiento a Graduados, Banca Laboral y Prácticas Pre Profesionales, Universidad de ECOTEC, Guayaquil 090501, Ecuador)

  • Manuel Vaquero-Abellán

    (GC12 Clinical and Epidemiological Research in Primary Care, Instituto Maimónides, Campus de Menéndez Pidal, Universidad de Córdoba, 14071 Córdoba, Spain
    Departamento de Enfermería, Fisioterapia y Farmacología, Campus de Menéndez Pidal, Universidad de Córdoba, 14071 Córdoba, Spain)

  • Alberto-Jesús Perea-Moreno

    (Departamento de Física Aplicada, Radiología y Medicina Física, Edificio Albert Einstein, Campus de Rabanales, Universidad de Córdoba, 14071 Córdoba, Spain)

  • Gerardo Pedrós-Pérez

    (Departamento de Física Aplicada, Radiología y Medicina Física, Edificio Albert Einstein, Campus de Rabanales, Universidad de Córdoba, 14071 Córdoba, Spain)

  • Pilar Aparicio-Martínez

    (GC12 Clinical and Epidemiological Research in Primary Care, Instituto Maimónides, Campus de Menéndez Pidal, Universidad de Córdoba, 14071 Córdoba, Spain
    Departamento de Enfermería, Fisioterapia y Farmacología, Campus de Menéndez Pidal, Universidad de Córdoba, 14071 Córdoba, Spain)

  • Maria Pilar Martínez-Jiménez

    (Departamento de Física Aplicada, Radiología y Medicina Física, Edificio Albert Einstein, Campus de Rabanales, Universidad de Córdoba, 14071 Córdoba, Spain
    Responsable Grupo Investigación PAIDI de la Junta de Andalucía TEP149, Modelos de Simulación en Energías, Transporte, Física, Ingeniería y Riesgos Laborales, Edificio Albert Einstein, Campus de Rabanales, Universidad de Córdoba, 14071 Córdoba, Spain)

Abstract

Stress can result in psychopathologies, such as anxiety or depression, when this risk factor continues in time. One major stressor was the COVID-19 pandemic, which triggered considerable emotional distress and mental health issues among different workers, including teachers, with another stressor: technology and online education. A mixed-method approach is presented in this research, combining a cross-sectional study of university teachers from Ecuador and Spain with a medium of twenty years of working experience ( N = 55) and a bibliometric analysis carried out in three databases (161 documents). The levels of anxiety and depression, and therefore the risk of developing them as mental disorders, were high. The lack of training ( p < 0.01), time ( p < 0.05), or research regarding the use of technology in education ( p < 0.01) and stress caused by COVID-19 ( p < 0.001) were linked to frequency. The most relevant observational study obtained through the bibliometric analysis (138 citations and over 65% of methodological quality) indicated that previous training and behavioral factors are key in the stress related to technology. The combination of the results indicated that mental health in STEM teachers at university is related to diverse factors, from training to the family and working balance.

Suggested Citation

  • Johanna Andrea Navarro-Espinosa & Manuel Vaquero-Abellán & Alberto-Jesús Perea-Moreno & Gerardo Pedrós-Pérez & Pilar Aparicio-Martínez & Maria Pilar Martínez-Jiménez, 2021. "The Influence of Technology on Mental Well-Being of STEM Teachers at University Level: COVID-19 as a Stressor," IJERPH, MDPI, vol. 18(18), pages 1-23, September.
    • Handle: RePEc:gam:jijerp:v:18:y:2021:i:18:p:9605-:d:633926
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    References listed on IDEAS

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    4. Pablo A. Lizana & Gustavo Vega-Fernadez & Alejandro Gomez-Bruton & Bárbara Leyton & Lydia Lera, 2021. "Impact of the COVID-19 Pandemic on Teacher Quality of Life: A Longitudinal Study from before and during the Health Crisis," IJERPH, MDPI, vol. 18(7), pages 1-11, April.
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    Citations

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    Cited by:

    1. Valentina Gómez-Domínguez & Diego Navarro-Mateu & Vicente Javier Prado-Gascó & Teresa Gómez-Domínguez, 2022. "How Much Do We Care about Teacher Burnout during the Pandemic: A Bibliometric Review," IJERPH, MDPI, vol. 19(12), pages 1-24, June.
    2. Saqib Saeed & Abdullah M. Almuhaideb & Yasser A. Bamarouf & Dina A. Alabaad & Hina Gull & Madeeha Saqib & Sardar Zafar Iqbal & Asiya Abdus Salam, 2021. "Sustainable Program Assessment Practices: A Review of the ABET and NCAAA Computer Information Systems Accreditation Process," IJERPH, MDPI, vol. 18(23), pages 1-14, December.
    3. María del Carmen Rey-Merchán & Antonio López-Arquillos, 2022. "Occupational Risk of Technostress Related to the Use of ICT among Teachers in Spain," Sustainability, MDPI, vol. 14(14), pages 1-11, July.
    4. Le Qin & Jie Lu & Ying Zhou & Tommy Tanu Wijaya & Yongxing Huang & Mohammad Fauziddin, 2022. "Reduction of Academic Burnout in Preservice Teachers: PLS-SEM Approach," Sustainability, MDPI, vol. 14(20), pages 1-24, October.
    5. Iago Sávyo Duarte Santiago & Emanuelle Pereira dos Santos & José Arinelson da Silva & Yuri de Sousa Cavalcante & Jucier Gonçalves Júnior & Angélica Rodrigues de Souza Costa & Estelita Lima Cândido, 2023. "The Impact of the COVID-19 Pandemic on the Mental Health of Teachers and Its Possible Risk Factors: A Systematic Review," IJERPH, MDPI, vol. 20(3), pages 1-30, January.

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